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ERIC Number: EJ956335
Record Type: Journal
Publication Date: 2012-Feb
Pages: 19
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-1476-718X
Video-Stimulated Accounts: Young Children Accounting for Interactional Matters in Front of Peers
Theobald, Maryanne
Journal of Early Childhood Research, v10 n1 p32-50 Feb 2012
Research in the early years places increasing importance on participatory methods to engage children. The playback of video-recording to stimulate conversation is a research method that enables children's accounts to be heard and attends to a participatory view. During video-stimulated sessions, participants watch an extract of video-recording of a specific event in which they were involved, and then account for their participation in that event. Using an interactional perspective, this article draws distinctions between video-stimulated "accounts" and a similar research method, popular in education, that of video-stimulated "recall". Reporting upon a study of young children's interactions in a playground, video-stimulated accounts are explicated to show how the participants worked toward the construction of events in the video-stimulated session. This article discusses how the children account for complex matters within their social worlds, and manage the accounting of others in the video-stimulated session. When viewed from an interactional perspective and used alongside fine grained analytic approaches, video-stimulated accounts are an effective method to provide the standpoint of the children involved and further the competent child paradigm. (Contains 7 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia